Gender Education Gaps among Indigenous and Nonindigenous Groups in Bolivia

Abstract:

This paper studies gender education gaps among indigenous and nonindigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference-in-differences, the paper finds that the intersection of gender and indigenous identity confers cumulative disadvantage for indigenous women in literacy, years of schooling, and primary and secondary school completion. While gender education gaps have become narrower over time, there remain significant differences across indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centers, presumably with greater access to schooling. The Quechua have relatively smaller gender gaps, but these are accompanied by lower overall attainment levels. The paper discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration.